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Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

PRIMARY SCHOOL ZAMBIAN LANGUAGES SYLLABUS(GRADES 1 – 7)

Prepared by the: Curriculum Development CentreP.O. Box 50092

LUSAKA-ZAMBIA.2013

© Curriculum Development Centre, 2012

All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by electronic, mechanical, photocopying, recording or other means, without the prior permission of the Curriculum Development Centre.

i

VISION

Quality, life long education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.

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CONTENTPage

Preface ………………………………………………………………………………………………………………………………………………………………………………….. iv

Acknowledgement ………………………………………………………………………………………………………………………………………………………………… v

Introduction ………………………………………………………………………………………………………………………………………………………………………….. vi

Methodology ………………………………………………………………………………………………………………………………………………………………………… vii

General Outcomes for Grades 1-7 …………………………………………………………………………………………………………………………………………

Listening and Speaking ……………………………………………………………………………………………………………………………………………… Reading …………………………………………………………………………………………………………………………………………………………………….. Writing ………………………………………………………………………………………………………………………………………………………………………

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Grade 1…………………………………………………………………………………………………………………………………………………………………………………. 1

Grade 2 ………………………………………………………………………………………………………………………………………………………………………………… 8

Grade 3…………………………………………………………………………………………………………………………………………………………………………………. 12

Grade 4 ………………………………………………………………………………………………………………………………………………………………………………… 17

Grade 5…………………………………………………………………………………………………………………………………………………………………………………. 23

Grade 6…………………………………………………………………………………………………………………………………………………………………………………. 31

Grade 7…………………………………………………………………………………………………………………………………………………………………………………. 48

iii

PREFACE

This syllabus was initially produced as a result of the Basic School Curriculum Reforms carried out by the Ministry of Education, under the Basic Education Sub Sector Investment Programme (BESSIP) from 1999 to 2002.

The reforms were necessitated by the need to solve long-standing problems in the existing curriculum such as being overloaded, compartmentalized, examination oriented and inflexible. The reforms were also an attempt by the Ministry of Education to capture the latest technological, economic, political and social developments in a fast changing world. In response to these reforms, the syllabuses have been revised in five learning areas. The learning areas are; Literacy and Languages, Integrated Science, Creative and Technology Studies, Mathematics and Social and Developmental Studies. The curriculum focuses on the development of literacy, numeracy, practical skills and personality.

It is my sincere hope that this 2012 outcomes based syllabus will greatly improve the quality of education provided at Lower and Upper Primary School level as defined and recommended in the policy document, ‘Educating Our Future’ 1996.

Nkosha C. Permanent SecretaryMINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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ACKNOWLEDGEMENTS

The Curriculum presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.

Many individuals, institutions and organisations were interviewed throughout the country in order to gather their views on the existing curriculum and also to accord them an opportunity to make suggestions for the new curriculum. The Ministry of Education, Science, Vocational Training and Early Education wishes to express heart-felt gratitude to all those who participated for their valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the Directorate of Standards and Curriculum, the Directorate of Teacher Education and Specialised Services, the Examinations Council of Zambia, the University of Zambia, Schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to cooperating partners for rendering support in the production of this syllabus.

Special appreciation also goes to the Curriculum Development Centre support staff and all those who were involved in the development of this syllabus in one-way or another.

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INTRODUCTION

This revised version of the syllabus reflects the educational requirements as stated in the policy document, ‘Educating Our Future’ (1996) which emphasises, among other things, literacy and life skills. Clear outcomes have been stated in such a way that the content is spread out to show the knowledge, skills, and values to be attained by learners in school.

The syllabus has two parts. These are; Literacy and Language.

1. The Literacy Component: Grades 1-7:

This covers reading and writing at Grades 1-7 and consolidating and further developing the literacy skills in Zambian Languages.

2. The Language Component: Grades 1-7:

The Language Component covers listening, comprehension, vocabulary, oral and written expression, reading, information gathering, giving and following instructions, awareness of similarities between Zambian Languages, Zambian culture, life skills, literature and culture, translations and crosscutting themes.

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METHODOLOGY

The teaching methodology should be based on a communicative approach whose features include:1. Integration of the basic literacy and language skills;2. Using the literacy and language skills in real life situations;3. Teaching literacy and language in context;4. Using authentic teaching materials;5. Using a variety of reading and writing activities, including writing about real experiences and for a real purpose;6. Pacing learners in ability groups;7. Using continuous assessment; and8. Using varied learner-centred communicative, interactive and participatory techniques such as:

Role play Drama Problem-,solving Information transfer Pair or group discussion Field trips or project work Case studies Debate

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GENERAL OUTCOMES FOR GRADES 1-7

1. Listening and Speaking

The Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the learners’ confidence, builds up their receptive skills and allows them to be exposed to different forms of language.

This is the reason why listening and speaking skills are the basis of all language work.

Therefore, by the end of Grade 7, a learner should:

a) Perform the following outcomes using the appropriate language forms: Identify and classify; Describe, narrate and report; Find out; Deny and concede; Express and elicit intellectual attitudes; Express personal meaning; Get things done; Communicate for social purposes; Express concepts and relationships; Talk about quality and quantity; Understand the most common and useful grammatical terms and their functions;

b) Manipulate accurately and appropriately the core structures in the context of the functions set in (a) above;c) Use language effectively in and out of school, and demonstrate by responding in an appropriate way a spoken message;d) Use the spoken language forms which are appropriate to different social contexts.

2. Reading

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In reading, a learner will be required to read for comprehension from the beginning, and then be introduced to the types of functional reading, which will enable learners to gradually read for specific purposes in crucial areas.

By the end of Grade 7, a learner should:

a) Understand the different types of reading materials which they are likely to meet both in and out of school, i.e. texts and passages in the Learner’s Books and graded supplementary readers, reading materials in real life, e.g. signs, instructions, etc.; and reading materials related to other learning areas;

b) Have a reading vocabulary of at least 2500-3000 words, including a basic sight vocabulary of names, signs and labels needed by the learner to operate in any society and be able to read with understanding a wide variety of narrative, functional and instructional materials;

c) Read for pleasure and for specific information;d) Read at a speed appropriate to their purpose (a speed of at least 100 words a minute is recommended for reading for pleasure by the

end of Grade 7);e) Begin to read critically and make judgements on the materials read.

Writing

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Writing in Grades 1-7 comprises learning to form letters and write neatly and legibly (handwriting), learning to spell (spelling) and learning to do grammatical exercises and controlled, guided and free writing. By the end of Grade 7, the learners should have acquired those writing skills necessary for work in all learning areas for continued learning, and for the world of work if they do not continue beyond Grade 7.

Therefore, by the end of Grade 7, learners should be able to:

a) Produce the kind of writing which is likely to be required of them if they leave school after Grade 7, e.g. letters (both formal and informal); filling in forms; writing telegrams; writing a simple report, etc.;

b) Produce the kind of writing in addition to the above that will be required of them in Grade 8, e.g. continuous free prose writing and written work as required by other learning areas;

c)Spell and punctuate correctly;d) Express clearly and correctly in writing their personal experiences, ideas, opinions and knowledge;e) Take pride in their written work by writing work by writing neatly and keeping their work clean.

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ZAMBIAN LANGUAGES PRIMARY SCHOOL SYLLABUS

GRADE 1

GENERAL OUTCOMES: Develop listening, speaking, reading and writing skills. Use language to communicate in different situations

Key competences Show skills of reading initial sounds i.e. letters, syllables and word. Demonstrate basic skills in reading and writing common words and simple sentences.

COMPONENT TOPIC SPECIFIC OUTCOMES CONTENTKNOWLEDGE SKILLS VALUES

1.1 Listening and Speaking

1.1.1 Greetings

1.1.1.1 Demonstrate different forms of greetings.

Good morning, good afternoon, good evening

Application Knowledge

1.1.2 Relationships

1.1.2.1Talk about themselves and their families

Nuclear; father, mother, children and extended family e.g. mother, father, brother, sister, nephew, niece, cousin, grand father/mother.

Application

Effective communication

Knowledge

Knowledge 1.1.3 Responsibilities

1.1.3.1 Talk about chores and responsibilities of members of a family

Domestic unisex chores and responsibilities, e.g. washing, sweeping, cooking

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1.1.4 Story-telling

1.1.4.1 Narrate simple stories

1.1.4.2 Relate simple stories

Story telling ( introduction, body and conclusion) The meaning of the original story.Number of characters (names), source of story (places)

Confidence Creative

thinking Application

Knowledge

1.1.5 Description

1.1.5.1 Describe pictures

E.g. road signs, market place, bus station, hospital, police station.


1.1.6 Counting 1.1.6.1 Count objects. Concord/ agreement (1- 10) i.e. prefix + number e.g. ko – mwe (Tonga) kamo (Kiikaonde)


1.1.7 Poems, rhymes and tongue twisters

1.1.7.1 Recite rhymes, poems or tongue twisters

Simple rhymes, poems and tongue twisters on cross – cutting issues(Health)


1.1.8 Riddles and puzzles

1.1.8.1 State riddles and puzzles

1.1.8.2 Explain puzzles.

Riddles and puzzles. Application Knowledge

1.1.8 Simple message

1.1.8.1 Retell simple messages. Simple messages. Application Knowledge

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s1.1.9 Colours 1.1.9.1 Identify main colours. Yellow, red, blue

green, white, black, orange, brown.


1.1.10 Days of the week

1.1.10.1 Name days of the week.

Days of the week in familiar language


1.1.11 Commands

1.1.11.1 Respond to simple commands

E.g Stand up, sit down, jump, open the door.


1.1.12 Houses 1.1.12.1 Identify houses in the locality

Traditional and modern houses

Application Appreciation

1.1.13 Denying confirming, affirming and correcting

1.1.13.1 Deny, confirm and affirm statements

1.1.13.2 Correct wrong statements

Denying; No, not like that.Confirming; yes, Affirmation; it is true, Correcting; te Chanda ni Bwalya … (Icibemba), haki maabani ki maloba (Silozi)


1.1.14 Plurals 1.1.14.1 Form plurals of nouns. Nzolo/ba nzolo (kiikaonde), musimbi/ basimbi(Tonga), kasumbi/tusumbi(luvale), nkhuku/nkhuku (cinyanja)


1.2 Reading 1.2.1 Letters, shapes,

1.2.2.1 Carry out a variety of visual discrimination

Discriminating the letters, objects and


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objects. exercises shapes. 1.2.2 Eye movement.

1.2.2.1 Demonstrate left to right eye movement.

Eye movement; left to right

Application Awareness

1.2.3 Jigsaw puzzles

1.2.3.1 Fit pieces of a jigsaw. Jigsaw puzzles ( sorting, matching and building the pieces)


1.2.4 Initial sounds

1.2.4.1 Identify common initial sounds.

Short vowels: a, e, i, o, u.

Long vowel sounds: aa ee, ii, oo, uu

Consonants: Specific to each language.

Other sounds: bb, kk, ch, ny, ŋ,Ŵ….


1.2.5 Syllables 1.2.5.1 Read and relate syllables to their sounds.

Mono consonants syllables e.g. ba, ma, ta

Di consonant syllable: mwa, kwa,

Tri consonants syllables: Ndwa, mbwa, ntha,

Quardral consonants syllable: Mphwa, Nkhwa.


1.2.6 Letters of 1.2.6.1 Recognise sounds of Sounds of alphabet Application Knowledge

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the alphabet

the letters of the alphabet.(Zambian languages)1.2.6.2 Recognise capital and small letters of the alphabet(Zambian languages)

e.g. /e/, /k/, /g/

Letters e/E, k/K, g/G

1.2.7 Word formation

1.2.7.1 Form and read words from syllables 1.2.7.2 Demonstrate understanding of simple words.

Common words: mata, Zamaya, kaka mama, tate

Word to picture matching


1.2.8 Sentence formation

1.2.8.1 Form and read simple sentences.1.2.8.2 Demonstrate understanding of simple sentences

Read simple sentences of the Subject + Verb (S+V) and Subject + Verb + Object (S + V+O)

Sentence to picture matching


1.2.7 Paragraph formation

1.2.7.1 Form and read short paragraphs.

1.2.7.2 Identify the theme of a passage.

Sentence arrangement (three short sentences) s+v+o

Main idea


1.2.8 Extensive reading

1.2.8.1 Retell what they have read.

Retelling a story Application Knowledge

1.2.9 Comprehension

1.2.9.1 Locate required information from a short text

Answering questions based on the passage


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1.2.9.2 React to instructions read.

Different ways of reacting to instructions

1.2.10 Locating information

1.2.10.1 Locate information from print sources.

Conventions of print sources e.g. map.


1.3 Writing 1.3.1 Manipulation

1.3.1.1 Demonstrate different manipulative skills

Mould; Shapes and letters

Drawing and tracing things

Finger and hand manipulation

Pattern writting


1.3.2 Posture 1.3.2.1 Demonstrate correct sitting posture.

Sitting like Leo (up right)


1.3.3 Hand writing

1.3.3.1 Write legibly and neatly.

Hand writing (cursive writing )


1.3.4 Syllable formation

1.3.4.1 Form syllables by using vowels and consonants.

Disyllable formation(mono di)


1.3.5 Plural formation

1.3.5.1 Write words in singular and plural forms.

Nzolo/ba nzolo (kiikaonde), musimbi/ basimbi(Tonga), kasumbi/tusumbi(luvale), nkhuku/nkhuku (cinyanja)


1.3.6 Word and sentence formation

1.3.6.1 Write words from syllables

1.3.6.2 Write simple sentences

Common words: mata, Zamaya, kaka mama, tate

Write simple sentences of the


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Subject + Verb (S+V) and Subject + Verb + Object (S + V+O)

Capital and small letters

1.3.7 Spellings 1.3.7.1 Write dictated words and sentences.

Common words and simple sentences


1.3.8 Punctuation

1.3.8.1 Punctuate given sentences

The full stop (.) Application Knowledge

1.3.9 Composition

1.3.9.1 Write short paragraphs on topical issues. (maximum of three sentences)

HIV and AIDS, Corruption, Child Abuse and Road Safety


GRADE 2

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GENERAL OUTCOME:

Develop listening, speaking, reading and writing skills.

Key competences

Demonstrate basic skills in reading and writing short paragraphs Show understanding of short written text



2.1.1 Synonyms

2.1.1.1 Use synonyms of nouns Umulendo/umweni (Icibemba)Kamwale /mooye (Tonga)


2.1.2 Antonyms

2.1.2.1 Use antonyms of nouns

Phwevo/ Lunga (Luvale)

Mnyamata / Mtsikana (cinyanja)

2.1.3 Puzzles 2.1.3.1 Solve simple puzzles. Solving simple puzzles


2.1.4 Following instructions

2.1.4.1 Act upon the instructions.

Instructions e.g. Kwala munyako mi uine fafasi (Silozi)


2.1.5 Singular and plural words

2.1.5.1 Use singular and plural words in sentence (in line with noun classes).

Singular and plural words. E.g. Sipula / Lipula (silozi)


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COMPONENT TOPIC SPECIFIC OUTCOMES CONTENTKNOWLEDGE SKILLS VALUESKichi / bichi (Kiikaonde)

2.1.6 Riddles and puzzles

2.1.6.1 State and give answers to riddles.

2.1.6.2 Solve simple puzzles.

Stating and answering riddles

Solving simple puzzles


2.1.7 Story telling

2.1.7.1 Explain the contents of the stories.

Content and meaning of stories.

Episodes


2.1.8 Fruits 2.1.8.1 Name common fruits. Masuku, makusu nabungulu, intungolu, mapopolo,mabuyu, nkhuyu, mumbita


2.1.9 Seasons of the year

2.1.9.1 Describe seasons of the year and the activities.

E.g. Mainza – farming Mupeyo – Harvesting Cilimo –Preparing the fields. (Citonga)


2.1.10 Occupation

2.1.10.1 Mention different occupations in the community.

Occupations e.g. Umphunzitsi, ulimi, usodzi (Cinyanja)

Application

Knowledge

2.1.11 Quality 2.1.13.1 Talk about quality and Quality – Tiile, Application Knowledge

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and quantity

quantity. nyinyani. Quantity – ñata,

(Silozi)

2.1.12 Poems and rhymes

2.1.14.1 Recite rhymes and poems

Simple rhymes and poems


2.1.13 Buying and selling

2.1.15.1 Use language about buying and selling.

Language on buying and selling in familiar language.


2.2 Reading 2.2.1 Reading aloud

2.2.1.1 Read short paragraphs aloud

Pronunciations, punctuation, intonation, fluency.


2.2.2 Spelling 2.2.2.1 Spell simple words. Simple words Application Knowledge2.2.3 Extensive

reading 2.2.3.1 Read short stories for

pleasure. Techniques of

accurate reading i.e. good reading habits, vocalization, finger pointing, no head movement.


2.2.4 Comprehension

2.2.4 .1 Read short passages and stories with understanding.

Teaching reference skills

Teaching new vocabulary


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2.3 Writing2.3.1 Punctuation

2.3.1.1 Use question marks in interrogative statements

Interrogative statements in familiar languages


2.3.2 Dictation 2.3.2.1 Write dictated sentences Simple sentences Application Knowledge

2.3.3 Sentence writing (building)

2.3.3.1 Write simple sentences using the pattern Subject+ Verb+ Object+ Object(SVOO)

E.g Mudenda(S) wakaulila(V) Mutinta(O) bbuku(O)-(citonga)


2.3.4 Composition

2.3.4.1 Write short guided composition on cross cutting issues

2.3.4.2 Write short unguided composition on cross cutting issues

Writing stories in own words. i.e. introduction main body and conclusionknown events, experience( environment, HIV/AIDS, child abuse, road safety)


2.3.5 Hand writing

2.3.5.1 Write legibly and neatly. Hand writing (cursive writing)


GRADE 3

GENERAL OUTCOMES:

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Develop listening, speaking, reading and writing skills Develop awareness of Zambian Culture and similarities among Zambian languages.

Key competences

Demonstrate basic skills of:

Writing legibly and neatly in script and cursive forms.

Communicating in speech in different situations.

COMPONENT

TOPIC SPECIFIC OUTCOMES CONTENTKNOWLEDGE SKILLS VALUES


3.1.1 Story telling

3.1.1.1. Retell stories (Traditional and modern).

Coherence, cohesion, voice projection


3.1.2 Aural Comprehension

3.1.2.1 Listen to a story comprehensively

Content of the story e.g. character, theme


3.1.3 Information gathering

3.1.3.1 Gather information from different sources, and report back

Objectivity/clarity in expressing/ reportingSocial activities e.g. ceremonies


3.1.4 Description 3.1.4.1 Describe scenery, events, people and other things.

Descriptive language e.g. use of adjectives and adverbs


3.1.5 Proverbs and Idioms

3.1.5.1 Explain proverbs and idioms

Proverbs (akanwa kamwenfu


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COMPONENT

TOPIC SPECIFIC OUTCOMES CONTENTKNOWLEDGE SKILLS VALUEStakabepa) and idioms(ukufina amolu)

3.1.6 Poetry 3.1.6.1 Create and recite poems Poems on cross cutting issues


3.1.7 Counting 3.1.7.1 Count objects. Counting objects(10 – 100)


3.1.8 Directions 3.1.8.1 Ask for and give simple directions.

Simple directions e.g. turn right, near, opposite


3.1.9 Time 3.1.9.1 Tell time of the day Actual time and period; morning(07hours), midday(10 hours), afternoon(12hours), evening (18hours)


3.1.13 Homographs and homonyms

3.1.13 Use words with the same spelling but different sounds.

3.1.1.2 Use words with the same

E.g, bola (rotten), bola (come)-Citonga


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COMPONENT


spelling, same sounds but different meaning

lila (intestine), lila (cry)- silozi

3.1.14 Dialogue 3.1.14.1 Conduct simple dialogues. Simple dialogues

(speech exchange)


3.2 Reading

3.2.1 Comprehension

3.2.1.1 Read silently a given passage and do follow-up activities.

ThemeIdentification

New/Familiar vocabulary

Question Answering



3.2.3.1 Read supplementary books for pleasure.

Improve language i.e. vocabulary, reading habits


3.2.3 Scanning 3.2.4.1 Locate information from print sources.

Use of contents page and index page


3.3 Writing 3.3.1 Sentences 3.3.1.1 Construct sentences using the pattern Subject + Verb+ Object + Adjective (SVOA)

E.g Mundia ubena kukyofwa nkinga yakataaka-Kiikaonde (Mundia is riding a new bicycle) Use of But and

Application

Application

Knowledge

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COMPONENT


3.3 Writing

3.3.1.2 Construct sentences using BUT and AND.

AND. Eg Jinyama A abene Ndalya pesi tiindakkuta (citonga)

3.3.2 Dictation 3.3.2.1 Write dictated short paragraphs

Simple paragraphs with correct punctuation marks; full stop, capital and small letters


3.3.3 Plurals 3.3.3.1 Form plurals from singular words

Plural and singular forms of words (countable, nouns)


3.3.4 Paragraphing

3.3.4.1 Construct short paragraphs.

Two paragraphs of five sentences(each paragraph to carry different messages)


3.3.5 Punctuation

3.3.5.1 Punctuate sentences and short paragraphs.

Punctuation marks ( the comma)


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COMPONENT


3.3.6 Summary 3.3.6.1 Summarise a story. Summary skills i.e. note making


3.3.7 Letter writing

3.3.7.1 Write informal letters. Characteristics of informal letters e.g. one address, salutation, body language, ending


3.3.8 Translation

3.3.10.1 Translate words from English into Zambian Languages.

Vocabulary e.g. including human parts of the body(external parts)

ApplicationKnowledge

3.3.9 Orthography

3.3.11.1 Write words and sentences using the accepted orthography.

Conjunction and disjunction, eg mwa ndu(in the house)- Silozi Mwandu( soaked maize residue porridge )


GRADE 4

GENERAL OUTCOMES:

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Key Competences:

Demonstrate basic skills and knowledge to:

Retell a read story

Punctuate simple sentences and short paragraphs

Describe various activities, objects, places, actions and simple processes.



4.1.1 Story telling 4.1.1.1 Tell different stories.

Orderly manner Tense Vocabulary:

voice projection, introduction, main part, conclusion


4.1.2 Synonyms and antonyms

4.1.2.1 Use antonyms of verbs.

Synonyms – Verbs, Zuza- Lunduka (Tonga) Run (English)Boola/ Koza (Citonga)


4.1.2.2 Use synonyms of Imana / Ikala (Kiikaonde)


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verbs. Bwela / Pita (Cinyanja)

4.1.3 Description 4.1.3.1 Describe various activities in rural or urban areas.

Descriptive language e.g. tense, sequence indicators, adjectives.

Instructions


4.1.3.2 Describe objects, places and actions imaginatively.

4.1.3.3 Tell someone how to perform a simple process.

4.1.4 Hobbies 4.1.4.1 Talk about hobbies Hobbies e.g. recreation sports, reading, writing


4.1.5 Machine parts

4.1.5.1 Name the main parts of common machines.

Parts of a common machine e.g. Bicycle: cheni,

spoko, kalanko (Kiikaonde)

Car: Vwili,


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gilazi, bbooti malisawa (Tonga)

4.1.6 Events 4.1.6.1 Report and describe present events

Tense: Present simple

tenses.


4.1.6.2 Report and describe past events and experiences.

Tense: Past simple

tense.

4.1.7 Social language usage

4.1.7.1 Use socially acceptable language in different situations.

Acceptable vocabulary eg at the market, hospital, funeral.


4.1.8 Expressive language

4.1.8.1 Express personal feelings and rational thoughts.

Language used for expressing personal and rational thoughts


4.1.9 Life skills 4.1.9.1 Discuss the life skills needed for living together happily.

Life skills for happy living e.g. Tolerance, patience, problem


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solving4.10 Reading 4.10.1

Comprehension4.10.1.1 Read a given

passage at appropriate pace, with understanding.

Efficient reading i.e. acceptable pronunciation, content answering


4.10.1.2 Retell what has been read and answer questions about it.

Passage retelling content, pronunciation


4.10.1.3 Summarise a story read.

Content Summary skills



4.10.2.1 Read materials on cross cutting issues.

Expand knowledge on various cross-cutting issues e.g. Health, child abuse, gender base violence


4.11 Writing 4.11.1 Punctuation

4.11.1.1 Punctuate sentences and short paragraphs.

Inverted commas, exclamation mark


4.11.2 Composition

4.11.2.1 Write a short reports on present events

Tense: Present simple


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tenses. Past simple

tense.

4.11.2.2 Write short descriptive composition on present events

4.11.2.3 Write short description on a process

4.11.2.4 Write short description of rural and urban activities.

4.11.3 Translation

4.11.3.1 Translate words, sentences and short paragraphs from a Zambian Language into English.

Simple sentence and short paragraphs


4.12 Writing 4.12.1 Dictation 4.12.1.1 Write short dictated stories.

Inverted commas, exclamation mark


4.12.2 Conjunctive and disjunctive

4.12.2.1 Write sentences using conjunctives and disjunctives.

Conjunctives and disjunctives


4.12.3 Semi 4.12.3.1 Write a semi- Characteristics Application Knowledge

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Informal letter formal letter. of a semi formal letter e.g. address, salutation, body language, ending

4.12.4 Preposition

4.12.4.1 Write sentences using prepositions.

Orthographic rules: Preposition e.g. Ku, Mu, Pa,wa.


GRADE 5

GENERAL OUTCOMES:


Key Competences: Demonstrate skills and knowledge to express feelings, thoughts, experiences and convictions clearly and effectively in

speech and writing at this level. Demonstrate ability to read with steady and clear comprehension.

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COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES5.1 Listening

and Speaking

5.1.1 Listening

Comprehension

5.1.1.1 Listen comprehensively to a passage read aloud.

Six to eight sentence passage.


5.1.2 Story telling. 5.1.2.1 Narrate fiction and non-fiction stories

Contents: Character and

confidence building, fluency.

Logical order of ideas


5.1.3 Asking for information and explanations

5.1.3.1 Ask for information and explanations.

Questions, Directions, Vocabulary: Courtesy

Politeness


5.1.4 Extracting information

5.1.4.1 Extract and relate information from conversations.

Content e.g. People’s experiences, moods and opinions


5.1.5 Life Skills 5.1.5.1 Express sympathy, interest, concern, hope, apology and forgiveness.

Use correct vocabulary to express feelings

Communication Knowledge

5.2 Reading 5.2.1Comprehension

5.2.1.1 Read fiction and non-fiction passages with understanding

Read and understand content from passage


5.2.2 Summary 5.2.2.1 Explain the meaning of summary.

Writing of main ideas from a passage.


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KNOWLEDGE SKILLS VALUES5.2.2.2 Identify content and

non content words

5.2.2.3 Compose different summaries.

Content words (words that give meaning on their own)

Non-content words (words that need the support of other words to give meaning)

Word and sentence summaries

5.2.3 Oral reading 5.2.3.1 Read aloud with acceptable pronunciation and appropriate expression.

Pronunciation, expression, punctuation marks, voice projection


5.2.4 Paraphrasing passages

5.2.4.1 Paraphrase what has been read from narratives, passages, tables, graphs, maps, plans and mathematical diagrams.

Content (Vocabulary, sentence construction


5.2.5 Idioms 5.2.5.1 Show an understanding of idiomatic language.

Language usage, vocabulary, idioms

Application Interpreting

Knowledge

5.2.6 Summary 5.2.6.1 Summarise a story. Summary types: compressed, thematic


5.2.7 Extensive Reading

5.2.7.1 Locate information from print sources

Skimming, scanning note making


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KNOWLEDGE SKILLS VALUES2.2.8 Phonology 2.2.8.1 Locate phonic

patterns Locating diagraphs

and blends Application Knowledge

5.3 Writing 5.3.1 Composition 5.3.1.1 Write compositions. Structure i.e. introduction, body and conclusion Handwriting

Structure i.e. introduction, body and conclusion, Handwriting, logic, clarity, neatness


5.3.2 Reports 5.3.2.1 Write reports on events and situations in the local community.

Tense, Vocabulary, sentence construction

Note taking


5.3.3 Reporting 5.3.3.1 Report personal experiences.

Tense content (Vocabulary experience)


5.3.4 Reporting 5.3.4.1 Report briefly on a conversation, speech or scene by giving the main points.

Tense, Content (main points)


5.3.5 Notices and advertisement

5.3.5.1 Write notices and advertisements.

Summary, Vocabulary, size of letters, spellings, Heading, clarity


5.3.6 Translation 5.3.6.1 Translate short, paragraphs from English into Zambian languages

Content vocabulary terminologies punctuation, logic


5.3.7 Free writing 5.3.7.1 Use a variety of writing styles e.g.

Essay writing, writing, logic, neatness,


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KNOWLEDGE SKILLS VALUESpersonal, imaginative and functional.

styles, synthesis.

5.3.8 Handwriting 5.3.8.1 Demonstrate how to use cursive writing respecting lines and margins

Cursive writing (Richard Marion (script)


5.3.9 Sequencing 5.3.9.1 Arrange sentences in logical order.

Logic sentence arrangement


5.3.10 Dictation 5.3.10.1 Write from dictation

Dictation: words, sentences, spellings

Application Application

5.4 Language

5.4.1 Use of Tenses

5.4.1.1 Write a paragraph using a selected tense

Present, Past, Future Vocabulary, Sentence

arrangement


5.4.2 Grammar 5.4.2.1 Build up words using different

infixes, stems and suffixes.

Word building (Affixation) e.g. Akudya (Cinyanja)

A – prefix, - ku- infix-dy- stem –a suffix


5.4.3 Praises Poems

5.4.3.1 Recite common praises and poems

Recite praises and Poems about God, Chiefs, heroes and natural beauties


5.4.4 Denying affirming and correcting

5.4.4.1 Deny, affirm and correct propositions, and note discrepancies and anomalies.

Content of Express agreement

and disagreement Formulate different

questions


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KNOWLEDGE SKILLS VALUES5.4.5 Noun classes

5.4.5.1 List nouns according to noun prefixes.

Noun classes 1-6 (singular and plural prefixes)

Listing in correct order


5.4.6 Figures of speech.

5.4.6.1 Use various figures of speech

Smiles, metaphors, satire vocabulary


5.4.7 Requests, instructions, warning, suggestions

5.4.7.1 Influence other people through making requests and giving instructions, warnings, advice and suggestions.

Correct use of language: wider vocabulary to express respect, responsibility, leadership


5.4.8 Quantity Impact and

seek factual information

5.4.8.1 Talk about quantity and seek factual information

In area, mass, capacity, weight and height) factual information


5.4.9 Dramatising plays

5.4.9.1 Dramatise various activities in a play.

Emphasis Irony Imitation


5.4.10 Debates 5.4.10.1 Debate cross-cutting issues.

Theme debate (cross cutting issues such as health, gender, HIV/AIDS, and child abuse


5.4.11 Meanings of proverbs and sayings

5.4.11.1 Use and give meanings of proverbs, and sayings.

Proverbs and sayings Application Knowledge

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KNOWLEDGE SKILLS VALUES5.4.12 sentence construction

5.4.12.1 Construct meaningful sentences using

Given vocabulary and language


5.4.13 Tenses 5.4.13.1 Change word forms to suitable tenses.

Vocabulary, past, present and future tenses


5.4.14 Punctuation 5.4.14.1 Punctuate a given passage

Punctuation: comma, full stop, exclamation and question marks etc.


5.4.15 Direct and indirect speech

5.3.15.1 Change direct into indirect speech and vice versa.

(Interchanging) Tense charge, quotes.


5.4.16 Dictation 5.4.16.1 Write dictated short paragraphs

Vocabulary (words and sentences)


5.5 Writing 5.5.1 Verb forms 5.5.1.1 Identify and positive and indicate the negative form of a verb in a sentence.

Negative form of verb e.g. hani – (will not) in Silozi


5.5.2 Negative form

5.2.2.1 Change sentences from positive to negative form and vice versa.

Positive and negative forms: correct reversal


5.5.3 Reduplicated and compound nouns

5.5.3.1 Write reduplicated and compound nouns.

Reduplicated and compound/words: to show new meaning.


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KNOWLEDGE SKILLS VALUES5.5.4 Homographs 5.5.4.1 Write words that are

spelt the same but with different meanings.

Intonation/ vocabulary(Similarly spelt words with different meanings) e.g. ca- (eat) ca- (burn)(Silozi)


5.5.5 Vowel doubling

5.5.5.1 Write words whose meanings are differentiated by double vowels.

Double vowel words e.g. mata (run) maata (strength) in Silozi. Tola (stuntedness) Toola (pick) in Kiikaonde.


5.5.6 Affixes 5.5.6.1 Use negative prefixes or suffixes of a verb.

Negative suffixes & prefixes e.g. Te – ni Teyo (it is not) etc.


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GRADE 6

General Outcomes:

Develop listening, speaking, reading and writing skills. Develop appreciation of literature, culture and life skills.

Key Competences: Demonstrate skills and knowledge to express feelings, thoughts, experiences and convictions clearly and effectively in

speech and writing at this level. Demonstrate ability to read with steady and clear comprehension.


6.1 Listening and

6.1.1 Aural Comprehension

6.1.1.1 Answer questions based on a story or play.

Answering surface, inference and vocabulary


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Speaking questions appropriately.

6.1.2 Story/Play 6.1.2.1 Discuss main episodes in a story or play.

Main features of a story / play: literacy analytical

sequence Scenes,

events And sub-

themes



6.1.3 Miming 6.1.3.1 Mime words or a play.

Miming (imitate) correctly


6.1.4 Conversation 6.1.4.1 Identify the main points of an conversation and give an logical conclusion.

Main points of a convention theme sub-themes logical conclusion.


6.1.5 Reporting 6.1.5.1 Report facts on an issue e.g. HIV/AIDS, Human Rights, Democracy.

Facts on HIV/AIDS

Human Rights


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6.1.6 Debates/ Speech

6.1.6.1 Reproduce information from a speech or debate and give an opinion about it.

Agreeing and disagreeing on the debate

Speech.


6.1.7 Processes 6.1.7.1 Describe processes and activities.

Steps or stages of processes

Events.


6.1.8 Descriptions 6.1.8.1 Describe a location.

Proximity Directions, position (i.e. right, front, behind, above).


6.1.9 Customs and Traditions

6.1.9.1 Talk about customs and traditions.

Customs and traditions. (Value, occasions and appropriacy)

Application Appreciation Knowledge

6.1.10 Proverbs 6.1.10.1 Give correct meaning of proverbs.

Proverbs; correct meaning and usage (advise, warning, praise)


6.1.11 Composing 6.1.11.1 Compose and use appropriate songs, praises and poems on

Songs Praises Poems, e.g.

food,

Creativity Application

Knowledge

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crosscutting issues.

nutrition, environmental issues

(Rhyming, stanza, theme)

6.1.12 Dramatising 6.1.12.1 Dramatise stories, legends and famous folklores.

Dramatizing stories legends.

Folklores (role. Playing, purpose and value)

Creativity Application

Knowledge

6.1.13 Debating 6.1.13.1 Debate issues of the day in a logical manner.

Debating skills (Vocabulary, voice projection, clarity and protocol)

Critical thinking Application

Knowledge

6.1.14 Social information

6.1.14.1 Identify, classify and use information.

Identification Classification

(about countries, people, customs, law and order, agriculture, conservation, current affairs,


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Historic subjects and topical issues such as HIV and AIDS, democracy, gender and governance )

6.1.15 Scientific information

6.1.15.1 Identify, classify and use information about Maths, measurement of time, Science, communication sight and light.

Identification Classification


6.1.16 Descriptions 6.1.16.1 Describe and report experiences, past events, arrangements and intentions.

Describing Reporting, ( nature, time, reason etc)


6.1.17 Intensifiers 6.1.17.1 Use intensifiers correctly.

Intensifiers (very much), Mbiri – Nyanja(Hahulu – ( Silozi)

(Kapati – (Chitonga)


6.1.18 Inquiring 6.1.18.1 Find out about opinion, feelings and beliefs of

Probing people’s opinions,


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other people. feelings and beliefs. counseling

6.1.19 Denying and Affirming

6.1.19.1 Make statements that deny, or affirm

Vocabulary for:

denying(no, not true, never, not at all),

affirming (yes, welcome, I accept go ahead)


6.1.20 Opinions 6.1.20.1 Express opinions

Vocabulary for expressing:

Necessity, Criticism, Probability, Certainty, Doubt, Inducement, deductions


6.1.21 Meaning 6.1.21.1 Express personal meaning

Vocabulary for expressing:

Prediction, Satisfaction, Surprise, Regret,


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Gratitude, Speculation

6.1.22 Politeness in

6.1.22.1 Use polite expressions

Vocabulary for expressing politeness in:

Requests, Suggestions, Instructions, Directions, Warnings, Advice


6.1.23 Language use

6.1.23.1 Use language socially in different situations

Vocabulary appropriate for:

Seeking, agreement, permission,

responding to directions,

expressing concern,

Sympathy, planning co-

operative activities


6.1.24 Interpreting information

6.1.24.1 Talk about information set out in charts, maps, diagrams, plans, graphs etc.

Various forms of print form e.g. :

Maps, Graphs, Diagrams,


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Charts, Tables.

6.1.25 Concepts 6.1.25.1 Express ideas in the form of concepts.

Factual values and justifications


6.1.26 Decision making

6.1.26.1 Give an appropriate logical conclusion to a conversation e.g. on water conservation.

Vocabulary for making conclusion e.g. In conclusion. To sum up.


6.1.27 Quality and Quantity

6.1.27.1 Talk about quality and quantity.

Vocabulary suitable for expression of quality and quantity e.g. good, better, best more, most, few, less.


6.1.28 Speech 6.1.28.1 Discussion contents of a speech e.g. on human rights, citizenship education.

Vocabulary suitable for making oral speech. (Salutation and sequence/order).


6.1.29 Classification

6.1.29.1 Classify different types of songs and occasions at which

Types of songs (modern and traditional)


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they are sang. and occasions (e.g. funeral ceremony, religious, war) harvesting, hunting, pounding

6.2 Reading 6.2.1 Reading

comprehension

6.2.1.1 Read different types of text and demonstrate understanding.

Reading and making correct personal responses from what has been read (scanning)



6.2.2.1 Read materials from other subject areas with understanding.

Application of language patterns and skills in other subject


6.2.3 Book reference

6.2.3.1 Understand how to use a reference book.

Skimming and scanning


6.2 Reading 6.2.4 Reading comprehension

6.2.4.1 Answer multiple, surface and inference on any topic of the cross-cutting issues.

Answering inference surface and vocabulary questions (passage on


38

cross- cutting issues)

6.2.5 Oral Reading 6.2.5.1 Read aloud with appropriate expression, correct punctuation and other markers.

Reading aloud with appropriate expression and correct punctuations.


6.2.6 Extracting information

6.2.6.1 Extract information from various print resources.

Extracting information from various print resources:Maps,Graphs,Tables,Charts,Plans,Diagrams.

Interpretation Knowledge

6.3 Writing

6.3 Writing

6.3.1 Composition 6.3.1.1 Write short compositions on any given topics using appropriate structures.

Writing compositions e.g. Descriptive, narrative and Argumentative etc


6.3.2 Keeping a diary

6.3.2.1 Keep a diary. Keeping a record of daily occurrences


6.3.3 Letter writing 6.3.3.1 Write formal and informal letters .

Letter writing indicating address/es,


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6.3 Writing

date, salutation body ( punctuations, paragraphing), confusion

6.3.4 Dictation 6.3.4.1 Take dictation. Writing from dictation (punctuations, orthography).


6.3.5 Paragraphing 6.3.5.1 Demonstrate an understanding of paragraphing.

Paragraphing ( Value of margin, indicating, upper and lower case letters etc)Neatness/ Accuracy.


6.3.6 Composition writing

6.3.6.1 Use a variety of writing styles: personal, imaginative, narrative and descriptive.

Writing styles for: Personal, Imaginative, Narratives, Descriptive.


6.3.7 Documents 6.3.7.1 Filling in forms correctly

Official documents such as swift cash forms, money order, application forms etc


40

Accuracy in completion.

6.3.8 Notices and Advertisements

6.3.8.1 Write notices, advertisements and tables.

Writing in summary form (Attractiveness, Clarity/Vividness, Accessibility): brevity


6.3.9 Translation 6.3.9.1 Translate sentences, paragraphs and passages from a Zambian Language into English and vice versa.

Translation rules: Knowledge of both the source and receptor language, culture and vocabulary


6.3.10 Summarise a given story.

6.3.10.1 Summarizing: using wider vocabulary to cover sentence meaning.

Summarizing/critical thinking


6.3.11 cursive writing

6.4.11.1 Write legibly with good cursive handwriting.

Writing legibly in cursive form.


6.4 Language 6.4.1 Word forms 6.4.1.1 Analyse, identify and use various word forms.

Word forms e.g. plural, singular, tense.


6.4.2 Word building

6.4.2.1 Build up words using affixes.

Word building:prefixes e.g.


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mu-talima infixes e.g. talim (lutalima)suffixes e.g. –ile (Mutalimile)

6.4.3 Parts of speech

6.4.3.1 Identify and use nouns, verbs, adjectives, conjunctions, adverbs and pronouns in sentences.

Parts of speech: nouns (abstract e.g beauty, love)adjectives (dark, small, tall)pronouns(he, I she, the, there, it)verbs (eat, run, sing, dance)adverbs (slowly, fast, quickly inside)on junctions (and, but, therefore,)


6.4.4 Sentence building

6.4.4.1 Build up correct sentences using appropriate vocabulary and structural items.

Sentence building using S + V+ D sentence pattern and correct parts


42

of speech syntax.

6.4 Language

6.4 Language

6.4.5 Homographs Antonyms, Synonyms and Homonyms

6.4.5.1 Identify and use homographs, antonyms, synonyms and homonyms in sentences.

e.g. Homographs ( some spelling but different meaning) antonyms (opposite meaning)synonyms(some meaning sound and some spelling but different meaning)homonyms


6.4.6 positive and Negative forms

6.4.6.1 Identify parts of the verbs that denote negation and use of positive and negative terms in sentences.

The verb.Positive (going) and negative (not going) terms in sentences e.g Ndaona, tandooni (chitonga).


6.4.7 Tenses 6.4.7.1 Change verbs Verbs (is, was, Application Knowledge

43

6.4 Language

and sentences from one tense to another.

come).Tenses( present, past)

6.4.8 Regular and irregular nouns

6.4.8.1 Change singular to plural for both regular and irregular nouns.

Singular or plural nouns e.g. .Regular (person, people) and irregular nouns (water).


6.4.9 Nominalisation

6.4.9.1 Make nouns from verbs.

Changing verbs into nouns ca (eat) sico (food) in Silozi


6.4.10 Noun classes

6.4.10.1 List nouns according to noun prefixes

Noun prefixes .e.g. mu -, ba -, and ka – in muntu, bantu, kantu up to class 8 classifying.


6.4.11 Compound and reduplicated nouns

6.4.11.1 Identify and use compound words and reduplicated words.

Compound words and reduplicated words e.g. Mfumukazi (Chieftainess) Kabotu – Kabotu (carefully)


44

6.4.12 Orthography 6.4.12.1 Write conjunctive and disjunctive words.

Conjunctive e.g. Kulima.Disjunctive : ku lima (to till the land).


6.4.13 Interrogatives

6.4.13.1 Identify and use interrogative forms of verbs.

Interrogatives e.g. (Why, how, when, what, where, how come) : avoid literal


6.4.14 Punctuation 6.4.14.1 Punctuate accurately using higher forms.

Punctuation marks e.g. inverted commas, colon, and exclamation marks.


6.4.15 Short and Long vowels

6.4.15.1 Write two words whose meanings are differentiated by double vowels.

Words e.g. mata (run) maata (strength) in Silozi; mali (money) maali (polygamous) in Chitonga


6.4.16 Positive and negative sentences

6.4.16.1 Change sentences from positive to negative forms and vice versa.

Positive to negative forms of sentences.


45

6.4.17 Vocabulary 6.4.17.1 Give meanings of words from a given context.

Giving meanings of words from context.


6.4.18 Adjectives 6.4.18.1 Use adjectives to qualify nouns.

Adjectives: e.g. good, tall dark, sweet, cold etc to describe nouns.


6.4.19 Borrowed terms

6.4.19.1 Write words or names that have been adapted from other languages.

Examples of words that have been adapted from other languages e.g. spoon (supuni/sipunu) Bemba/Chitonga).


6.4.20 Concord/ Agreement

6.4.20.1 Use prefixes and their concord.

Prefixes and their concord e.g. Basimbi baleenda (girls are walking) Chitonga.


46

Jiike jaatama (a bad egg) in Kiikaonde

GRADE 7

GENERAL OUTCOME(S): Develop listening, speaking, reading and writing skills. Develop appreciation of literature and culture and life skills.

Key Competences Demonstrate high level skills, knowledge and values in a Zambian Language to express feelings, thoughts, experiences

and convictions clearly and effectively in speech and writing. Demonstrate high level skills, knowledge and values by integrating life skills in academic and challenges in life while at

this level and the other levels.

COMPONENT

TOPIC SPECIFIC OUTCOMES

CONTENTKNOWLEDGE SKILLS VALUES


7.1.1Challenges

7.1.1.1 Identify themes of plays and stories

What theme is? (main lesson taught) main theme, sub- theme


7.1.2 Songs 7.1.2.1 Use and explain riddles, proverbs, satire and idioms in songs.

Song with Riddles, proverbs, satire and idioms. (lyrics)


7.1.3 Customs 7.1.3.1 Identify and discuss the customs of a

Customs: artifacts and ceremonies


47

particular group of people.

7.1.4 Speeches

7.1.4.1 Make a speech, an apology, an introduction and vote of thanks.

Speeches, apology, an introduction and vote of thanks(use of tense and format of written ones)


7.1.5 Complex messages transfer

7.1.5.1 Deliver a complex message.

Main message (instruction with main and correct information) e.g. birth of child, funeral massage, summon massage, Reporting brevity.


7.1.6 Budgeting

7.1.6.1 Demonstrate understanding of budgeting

Planning (costs, expenditure)


7.1.7 Debate 7.1.7.1 Debate issues of national importance

Debate formalities.Indication, opposing or proposing motions, points, and opinions, facts on issues such as corruption, governance and child abuse


7.1.8 Acting 7.1.8.1 Act in a play Voice projection articulation and annunciation.


48

7.1.9 simple research

7.1.9.1 Identify, carry out a simple research project and report findings

Simple research ethics: requesting information,Probing on tact on issues that affect them in their local community


7.1.10 Description and narration

7.1.10.1 Describe and narrate own and other people’s experiences

Beliefs, past evens, experiences, arrangements and intentions

Describing/ Narrating

Knowledge

7.1.8 Acting 7.1.8.1 Act in a play Voice projection articulation and annunciation.


7.1.9 Simple research

7.1.9.1 Identify, carry out a simple research project and report findings.

Simple research ethics: requesting information. Probing on tact on issues that affect them in their local community.


7.1.10 Description and narration

7.1.10.1 Describe and narrate own and other people’s experiences

Beliefs, past events, experiences, arrangements and intentions.


7.1.11 Personal opinion

7.1.11.1 Express personal opinions

Stating preferences, approval and disapproval, indifference,


49

enthusiasm, intentions and future arrangements.

7.1.12 Income generation

7.1.12.1 Keep record of income and expenditure

Costing/Spending/ Accountability/ Profit/Loss/Record keeping/Accounting


7.1.13 Relationships

7.1.13.1 Express concepts about relationships.

Relationships to do with cause and effect, comparisons and contrasts

Application. Knowledge

7.1.14 Quality and

quantity

7.1. 14.1 Talk about quality and quantity.

Terms used for quality and quantity such as good, better, best, more, most



7.1. 15.1 Demonstrate understanding of all parts of speech.

Parts of speech such as adverbs, adjectives, interjections.


7.1.16 Persuasion

7.1. 16.1 Persuade other people

Persuade other people through polite request, persuasions and giving advice using volitional terms like could, may please


7.1.17 Conversation

7.1.17.1 Identify main points of

Main points of a conversation e.g.


50

a conversation.

theme, main points and conclusion, major highlights

7.1.18 Leadership

7.1.18.1 Discuss leadership qualities

Humility/Patience/Honesty/Assertiveness


7.1.19 cross cutting issues

7.1.19.1 Narrate stories tales, legends and myths on cross cutting issues.

Cross cutting issues such as HIV/AIDS, Gender, street kids, empathy etc.


7.2 Reading 7.2.1 Comprehension

7.2.1.1 Read a given passage and do follow up activity

Understanding contents i.e. theme, Vocabulary,Reading,Scanning,Skimming



7.2.2.1 Read passages silently

Good reading habits Application Knowledge

7.2.3 Reading aloud

7.2.3.1 Read aloud in a lively and expressive manner.

How to read with emotions/ Reading expressively (i.e. intonation, stress, punctuation marks).


7.2.4 References

7.2.4.1 Use reference and textbooks effectively.

Reference and textbooks (use of reference materials e.g. index, table of content).Skimming


51

ScanningReferencing


7.2.5.1 Read materials from other subject areas with understanding.

Materials from other subject materials.

Application knowledge

7.3 Writing 7.3.1 Compositions

7.3.1.1 Write compositions or essays on a given topic.

Layout of a composition e.g. introduction, main body and conclusion (punction).


7.3.2 Sentence construction

7.3.2.1 Write sentences in active and passive forms.

Active and passive forms of the verbs. Active forms e.g. Kaonde- mwana ubena kuja kajo. Kajo kabana kujiwa


7.3 Language 7.3.3 Letter writing

7.3.3.1 Write formal and informal letters.

Types of letters e.g. informal and formal. (address, salutation main body conclusion) formal:- two addresses date, salutation, body, conclusion and ending.

Application. Knowledge.

7.3.4 Summary

7.3.4.1 Summarise any given story.

Summary skills. Note making putting points together. Content words, objectivity.


52

7.3.5 Translation

7.3.5.1 Translate paragraphs from English into Zambian Languages and vice versa.

Translation techniques. (knowing source and receptor languages for example) whole sentence meaning conformity


7.3 Writing 7.3.6 Summary

7.3.6.1 Write notices, announcements, advertisements, obituaries.

Features of notices, advertisements, obituaries or announcements e.g. clarity, brevity.

Application Knowledge.

7.3.7 Information extraction

7.3.7.1 Extract information from various sources

Extract information such as: charts, tables, maps and graphs.


7.3.8 Free writing

7.3.8.1 Use a variety of writing styles.

Reflective use a variety of writing styles such as letters, notes; imaginative, narrative, descriptive (stories).

Application. Knowledge.

7.3.9 Note-taking

7.3.9.1 Write notes about a meeting attended and brief others about the main issues

Note-taking.Attentiveness Application Knowledge.

53

discussed.7.3.10

Conventions of writing

7.3.10.1 Tabulate, indent, title and paraphrase a passage.

Conventions of writing e.g. from table to graph, identify, topics, themes and content words


7.3.11 Dictation

7.3.11.1 Take dictation.

Dictation/Punctuation/ Corrects spelling.


7.3.12 Spellings

7.3.12.1 Spell words correctly.

Spelling rules , correct use of orthography


7.4 Language 7.4.1 Direct and indirect speeches

7.4.1.1 Write sentences in both direct and indirect speech.

Features of both direct and indirect speeches e.g. punctuation, transforming statements, types of reporting verbs.


7.4.2 Interrogatives

7.4.2.1Write interrogatives

Examples and use of interrogatives e.g. Lozi: ñi, fi


7.4.3 Nouns 7.4.3.1 Write nouns in both plural and singular forms.

Forms of both singular and plural nouns and those that do not effect for plural or singular e.g. Tonga: Nyemu


7.4.4 Types of nouns

7.4.4.1 Identify different types of nouns.

Types of nouns: concrete nouns, abstract nouns,


54

compound nouns.7.4.5 Noun classes

7.4.5.1List nouns in each noun class prefixes

Noun structure and classes e.g. prefixes, noun classes 9-18.

ApplicationKnowledge

7.4.6 Compound and

reduplicated words

7.4.6.1 Identify compound and reduplicated words.

Identify of compound and reduplicated words e.g. nouns, adverbs, adjectives and verbs.



7.4.7.1 Identify and use parts of speech correctly.

Parts of speech learnt e.g. nouns, verbs, adjectives and pronouns.


7.4.8 Punctuation

7.4.8.1 Punctuate sentences and paragraphs correctly.

Different punctuation marks e.g. inverted commas, exclamation marks, questions, commas and full stops.

Application Knowledge.

7.4.9 Figures of speech

7.4.9.1 Use proverbs, sayings, praises, idioms, satire, simile and metaphor in writing.

Meanings and examples of different figures of speech like proverbs, sayings, idioms and any others.


55